local bookstore. After more than 20 years, this childINTRODUCTION turned-adult still smiled when she discovered a Keats collection on the shelf. I watched as she turned the pages. The small child slowly entered the classroom with the other kindergarten children. The dust from a glorious Her love of his stories was as obvious today as it was over 2 decades ago. His books had become an enduring playground digging adventure covered her with a fine coating of grit. Tiny strands of perspiration trickled down part of her life and helped to mold her attitude, actions, and affect related to reading and literature. the side of her checks, leaving her face almost striped in appearance. The industry of her outside play left the Early childhood education professionals agree that reading is critical to success in school. When adults share youngster with the unmistakable scent of a very sweaty child. She was, however, undaunted as she negotiated literature with children, they offer children the opportunity to develop listening comprehension, including lither way through the group of adults who had encircled a special visitor. Reaching the front of the room, she eral, inferential, and appreciative thinking (Raines & Isbell, 1994). Well-chosen stories can provide exposure to looked up and in an almost inaudible whisper asked: “Are you really Ezra Jack Keats?” useful, educational, and entertaining activities by which children learn not only to enjoy the world as literate citiWith an immediate sensitivity to her question, Mr. Keats turned to the 5-year-old fan and said, “Why yes I zens but also to love literature (Kohl, 1995). Sharing literature also demonstrates interest (or disam!” Quickly the child reached from behind her back and produced a small bouquet of beleaguered dandeliinterest) in reading and models a range of behaviors. Krashen (1993) suggests that there are two types of modons. Whispering again, she offered the flowers and said, “I love you, Ezra Jack Keats.” The meticulously appointed eling that occur in a reading exchange between an adult and a child: implicit and explicit. Implicit modeling ocCaldecott author-illustrator gently took the small yellow flowers and slipped one into the lapel of his suit as he curs as part of day-to-day literacy experiences. Adults share literature with young children by reading aloud, replied, “Thank you. I love you too!” This exchange took place in the early 1980s in the engaging them in the meaning of story, and conveying a purpose for reading. Explicit modeling entails demonChild Development Laboratory at Iowa State University. Ezra Jack Keats had come to Ames, Iowa, as a featured strating to children how to approach a task or a skill related directly to literacy. Children are shown such things speaker for a children’s book writers’ conference. Long before he accepted the dandelion, Mr. Keats had made a as how to turn pages, read from front to back and left to right, and respect and care for books. significant impact on the child he met that day. The stories and images within his books had become a part of her Both forms of modeling are influenced by how the adult feels about reading and the materials being read. life. The young girl consistently picked one of his stories as a first choice for book sharing. She carried her own Trelease (2001) suggests that when adults read to children, they show them their own interest in reading. Young copies of The Snowy Day and Hi, Cat to the lab school each day and studied and “read” these over and over listeners are not easily fooled by those who do not enjoy the book they are sharing. Conversely, children can again. Keats’ books had made the reading process not only meaningful but fun for the young girl. interpret the enthusiasm that occurs when someone shares resources that are treasured. Thus, reading to Recently, I encountered the same Keats fan. She was in the town where I now live for a visit with her children stories that are enjoyed helps them to gain an interest in reading and to ideally become better readers family. I encountered her in the children’s section of a